Using math magic to reinforce algebraic concepts: an exploratory study

Abstract

ABSTRACTAn exploratory study was conducted to investigate the use of magic activities in a math course for prospective middle-school math teachers. This research report focuses on a lesson using two versions of math magic: (1) the 5-4-3-2-1-½ Magic involves having students choose a secret number and apply six arithmetic operations in sequence to arrive at a resultant number, and the teacher-magician can spontaneously reveal a student’s secret number from the resultant number; and (2) the Everyone-Got-9 Magic also involves choosing a secret number and applying arithmetic operations in sequence, but everyone will end up with the same resultant number of 9. These magic activities were implemented to reinforce students’ understanding of foundational algebra concepts like variables, expressions, and inverse functions. Analysis of students’ written responses revealed that (1) all students who figured out the trick in the first magic activity did not used algebra, (2) most students could apply what they learned in one trick to a similar trick but not to a different trick, and (3) many students were weak in symbolic representations and manipulations. Responses from a survey and a focus group indicate that students found the magic activities to be fun and intellectually engaging.